Frantz Fanon

an inspiration for the construction of an intercultural and decolonial pedagogy in Mozambique

Abstract

This article reflects on the dimensions of an intercultural and decolonial pedagogy in the work of Fanon in Mozambique, recognizing the marks left by colonial impositions on the memories and subjectivities of the Mozambican people. Education was traversed by this process, having been historically organized to sustain logics of exploitation and domination, which are currently manifested in curricula, pedagogical practices, and power relations. Thus, this paper aimed to analyze how Fanon’s ideas – especially the decolonization of the mind, the liberation of being, and the reconstruction of humanity – can guide pedagogical practices that promote critical consciousness and intercultural dialogue. The research is qualitative in nature, with a bibliographic and reflective focus, based on Fanon’s works, decolonial literature, and studies on education in post-colonial African contexts. The results show how the dimensions of a Fanonian pedagogy strengthen the capacity of educators and learners to recognize and question the colonial structures that shape identities, languages, and social relations, encouraging the construction of educational pathways that prioritize human dignity and collective liberation. It is concluded that embracing this critical consciousness constitutes an essential step toward consolidating a Mozambican education capable of confronting the imposed past and projecting a future of freedom.